Pan, Qianqian

Preferred name
Pan, Qianqian
Email
qianqian.pan@nie.edu.sg
Department
Office of Education Research (OER)
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ORCID

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2022 - 20233
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Now showing 1 - 3 of 3
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    Publication
    Open Access
    Understanding protective and risk factors affecting adolescents' well-being during the COVID-19 pandemic
    (2022)
    Lan, Min
    ;
    Pan, Qianqian 
    ;
    Tan, Cheng Yong
    ;
    Law, Nancy Wai Ying
    This study investigated the factors affecting adolescents’ well-being during the COVID-19 pandemic from the perspectives of their participation in digital activities, emotional regulation, self-regulated learning, and parental involvement. Using self-reported data from 932 pairs of adolescents and their parents, we performed multiple-group structural equation modeling, which revealed that self-efficacy in online learning during school suspension was a key factor influencing adolescents’ perceived worries after schools resumed. During school suspension, boys’ cognitive-emotional regulation played a protective role in their well-being, helping them to avoid cyberbullying incidents, while girls’ participation in leisure-oriented digital activities compromised their self-efficacy in online learning and led to cyberbullying incidents. Furthermore, improvement in parent–child relationships during school suspension encouraged adolescents to use more positive emotional regulation strategies, enhanced their self-efficacy in online learning, and reduced their leisure-time digital activities. The findings indicate that the effective regulation of adolescents’ online behaviors, emotions, and self efficacy, especially when combined with an emotionally secure family relationship, can ensure adolescents’ well-being.
    Scopus© Citations 1  66  53
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    Publication
    Open Access
    Parental home monitoring and support and students′ online learning and socioemotional well-being during COVID-19 school suspension in Hong Kong
    (2022)
    Tan, Cheng Yong
    ;
    Pan, Qianqian 
    ;
    Zhang, Yuxiao
    ;
    Lan, Min
    ;
    Law, Nancy
    Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent profile analysis (LPA) revealed different types of parental involvement at home and in school. For the primary school sample, students’ SES did not predict membership in the parental involvement typology, but students whose parents provided more home monitoring and support had the highest level of online self-efficacy. As for the secondary student sample, students whose parents provided more home monitoring and support tended to have access to more home learning resources. Students whose parents provided home monitoring and support had the highest levels of online self-efficacy, acquisition of digital skills, and cognitive-emotional regulation, and were the least worried about school resumption. The study underscores complex patterns of parental involvement and identifies effective parental involvement practices that contribute to students’ home online learning during the school suspension.
    WOS© Citations 4Scopus© Citations 5  258  133
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    Publication
    Embargo
    Protective factors contributing to adolescents’ multifaceted digital resilience for their wellbeing: A socio-ecological perspective
    (Elsevier, 2023)
    Pan, Qianqian 
    ;
    Lan, Min
    ;
    Tan, Cheng Yong
    ;
    Tao, Sisi
    ;
    Liang, Qianru
    ;
    Law, Nancy

    Swift digital advancements provide teenagers with ample online opportunities but also expose them to potential hazards that impact their wellbeing. The consequences of perceiving online risks vary among individuals, emphasizing the role of digital resilience as a protective mechanism. Digital resilience, rooted in the Digital Resilience Framework encompassing coping strategies, recovery, and learning from online risk experiences, goes beyond individual efforts. Instead, familial and educational factors play significant roles. This study investigates protective factors enhancing digital resilience from a socio-ecological perspective to boost adolescents' wellbeing. Data were collected from 1,882 parent-child pairs and 30 school ICT coordinators in 30 Hong Kong secondary schools between July and September 2022. Student and parent surveys assessed digital resilience, digital literacy, parental monitoring, and parent-child relationships, while the school ICT coordinator survey evaluated school-level digital literacy curriculum. Initially, no significant differences in adolescent wellbeing emerged regarding exposure to online risks. Employing structural equation modeling, this study suggests the protective role of digital resilience in enhancing adolescents' wellbeing. Results revealed that adolescents' digital resilience was positively associated with their digital literacy, positive parent-child relationships, and school-based digital literacy programs, particularly those focused on cyberbullying prevention. However, parental monitoring was only found to be significantly associated with adolescents’ non-productive coping strategies, which were negatively associated with their wellbeing. These findings offer crucial insights for stakeholders such as educators, policymakers, and parents. These insights can empower adolescents to navigate the digital landscape effectively while safeguarding their wellbeing.

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